I have spent the last three weeks studying the role of the teacher librarian in depth for the assignment. I started out with the misconception that the teacher librarian’s main role is to manage a collection of mostly fiction books. This was based upon my own personal experience with the school library.
What an eye opener the readings have been! Following are some of my thoughts on the teacher librarian role.
It is a multi-faceted role made up of many interconnecting and interrelated roles and each of these roles has many tasks. The ultimate goal of all of these roles is to increase student achievement in line with the school’s vision. These roles include teacher, leader, information specialist and library program manager.
As a teacher the TL focuses on three main areas: literacy, information literacy and technological literacy (Kuhlthau). The TL teaches both students and teachers. Information literacy is an essential skill in order for students to be able to succeed in this information age in which we live. To maximise student learning information literacy must be integrated into the curriculum and this can only occur through collaboration between teachers and TL’s. Information literacy results in increased student achievement. There are many definitions and models for information literacy and a barrier to successful information literacy instruction is a lack of consensus as to what it is which results in vague learner outcomes being specified. Herring (2007) states that all parties must agree on what information literacy. Integrated instruction ensures that a common vocabulary is used when referring to information literacy and improves instruction.
Collaboration is essential. This includes collaboration between the TL and teacher as well as students so as to make them partners in the learning process. Research has even shown that collaboration between TL’s and parents can increase student achievement. Haycock (2007) describes collaboration as being “ the single professional behavior of teacher-librarians that most affects student achievement”.
Another important role is leadership. Since TL’s are rarely officially recognized in the leadership structure of the school, this leadership comes about due to their expert knowledge on curriculum, pedagogy, technology, resources and information literacy. Leadership involves having a clear vision for the future, taking risks, strong communication skills, using initative and planning ahead. Research has shown that leadership leads to collaboration. One of the leadership tasks is that of curriculum leadership. Schwelik and Fredericka (2011) mention how exposure to technology has changed how students today learn and how the traditional school system is no longer effective. The teacher librarian needs to lead the way in terms of curriculum reform so as to ensure success for 21C learners. Other leadership tasks are those of technology leadership and information literacy leadership. Leadership is a very complex role and there are even some who do not view it as a role but as a task of the other TL roles this implies that all TL roles are actually leadership roles. Branch & Oberg( 2001) mention research that shows that leadership results in collaboration which in turn is a necessary prerequisite for effective teaching of information literacy.
The TL is also an information technology specialist. Due to the increasing amount of digital resources and use of the Internet, ICT has become an important means of creating, storing and accessing information. The school library has been described as the place where information meets technology. Research has shown that access to technology increases student achievement. The TL is often responsible for developing a library website .The teacher librarian models the effective and ethical use of technology and resources. The TL also provides staff development to teachers concerning information literacy, use of ICT and integration into learning. Staff development is seen by principals as the most important task that the TL undertakes (Oberg, 2006). Research has shown that this is linked to improved student achievement in that it can contribute to teacher efficacy.
Given the threat to the TL profession, the advocacy role is critical. Advocacy involves informing the school community of the positive contribution that the TL has on student achievement. Different authors see this advocacy in terms of different tasks. For Purcell (2010), it involves serving on committees and professional networking. Herring (2007) refers to “embracing and sharing” new technologies. Todd (2007) talks about the importance of evidence based practice to collect specific results of the difference that the school library program makes to student achievement. Mentoring new teachers has also been described as a way to advocate the role of the TL (Everhart, 2007).
Then of course there is the library management role which involves acquiring resources according to student needs and the school vision, organising and providing access to these resources, developing policies, managing library program and creating a stimulating learning environment. Research has shown that student achievement is linked to a wide variety of quality resources as well as the atmosphere in the library.
The role of the TL cannot be considered without looking at the perspective of the most important partner: the student. According to research by Hay, students most valued the ‘just in time’ help given to them in completing assignments, helping locate resources and assisting with ICT issues. The library was valued in that it could provide access to resources and technology that the students might not have at home.
After reading about all the possible roles of the TL, the sad truth is that in practice the potential contribution that the TL can make to student achievement is not realised. Different authors give different reasons for this. Hartzell (2002) refers to teacher training institutions neglecting this aspect in their courses as well as “occupational invisibility” of TLs. Lack of principal support has been given as another reason.
Other reasons have to do with the TL not effectively promoting the role. Studies undertaken by Hay & Todd (2010) show that TL’s were unable to provide specific evidence of the contribution that they had on student achievement. Other studies have shown that while the TL is very good at promoting the role within the TL community, very little of this is filtered outside the community. This can be seen by the lack of participation by people outside the profession into the enquiry into the future of school libraries in Australia.
More disturbing research is by Lonsdale (2003) who shows that the contribution of TL’s in secondary schools is even less than in primary schools. Information literacy in secondary schools is crucial to future success in tertiary education.
In conclusion, not only does the teacher librarian have many roles but these are constantly changing and the teacher librarian needs to be responsive to this change. Professional development is essential for the TL.
